Comparison of Stress and Learning Effects of Three Different ...

More documents

Recommendations

Info

4.3.3.6 Comparison of the Subgroups for Ear Reactions to the Methods 92 4.3.4 Tail Reaction 93 4.3.4.1 Electronic Training Collar 93 4.3.4.2 Pinch Collar 94 4.3.4.3 Quitting Signal 94 4.3.4.4 Comparison of the First Tail Reactions to the Pinch- and the Electronic Training Collar 95 4.3.4.5 Comparison of the Groups for Tail Reactions to the Methods 95 4.3.4.6 Comparison of the Subgroups for Tail Reactions to the Methods 96 4.3.5 Body Posture 96 4.3.5.1 Electronic Training Collar 96 4.3.5.2 Pinch Collar 97 4.3.5.3 Quitting Signal 97 4.3.5.4 Comparison of the First Joint Reactions to the Pinch- and the Electronic Training Collar 98 4.3.5.5 Comparison of the Groups for Joint Reactions to the Methods 98 4.3.5.6 Comparison of the Subgroups for Tail Reactions to the Methods 98 4.3.6 Vocalizations 99 4.3.6.1 Electronic Training Collar 99 4.3.6.2 Pinch Collar 99 4.3.6.3 Quitting Signal 100 4.3.6.4 Comparison of the First Vocal Reactions to the Pinch- and the Electronic Training Collar 100 4.3.6.5 Comparison of the Groups for Vocal Reactions to the Methods 100 4.3.6.6 Comparison of the Subgroups for Vocal Reactions to the Methods 101 4.3.7 Other Behavioral Reactions 101 4.4 General Information 103 IV
5. Discussion 105 5.1 Materials and Methods 106 5.1.1 Subjects 106 5.1.2 Test Persons 107 5.1.3 Training Aids 108 5.1.4 Experimental Parameter 109 5.1.5 Test Area 111 5.1.6 Experimental Design 111 5.1.7 Test Procedure 112 5.2 Discussion of the Results 114 5.2.1 Learning Effects of the Training Methods 114 5.2.2 Body Posture During the Obedience 117 5.2.3 Direct Behavioral Reactions 118 5.3 Conclusion 122 6. Summary 124 7. Zusammenfassung 126 8. References 129 9. Appendix 158 V
Page 1 and 2: Tierärztliche Hochschule Hannover
Page 3: III To My Father
Page 6 and 7: 2.3 Learning Theory 37 2.3.1 The Fo
Page 10 and 11: List of Tables and Figures Table 2.
Page 13 and 14: 1. Introduction A bright orange sun
Page 15 and 16: 2. Literature review 2.1 Stress 2.1
Page 17 and 18: According to BREAZILE (1987), there
Page 19 and 20: 2.1.2 Stress and Distress Concepts
Page 21 and 22: CRF, which is a neurohormone synthe
Page 23 and 24: . Immune System Alterations in the
Page 25 and 26: He also formulated the obvious abno
Page 27 and 28: According to KOOLHAAS et al. (1999)
Page 29 and 30: They may vary depending on the indi
Page 31 and 32: d. Behavioral Indicators of Chronic
Page 33 and 34: 2.2 Ethogram of Dog Behavior Ethogr
Page 35 and 36: Jostling ZIMEN 1971, FEDDERSEN-PETE
Page 37 and 38: Table 2.2 Behavioral elements of al
Page 39 and 40: 2.2.4 Agonistic Behaviors Agonistic
Page 41 and 42: ZIMEN (1971) cited that non-station
Page 43 and 44: Table 2.5 Behavioral Elements of Of
Page 45 and 46: 2.2.4.3 Categorization of Aggressiv
Page 47 and 48: Table 2.7 Categorization of aggress
Page 49 and 50: 2.3 Learning Theory The term ‘’
Page 51 and 52: Using this implanted tubes, PAVLOV
Page 53 and 54: • Conditioned Emotional Responses
Page 55 and 56: d. Phenomena Associated with Operan
Page 57 and 58: In the study written by UHL and SHE
Page 59 and 60:
In safety training, an aversive sti
Page 61 and 62:
They also emphasized that there is
Page 63 and 64:
2.5 Mechanical Training Aids LANDSB
Page 65 and 66:
The first section of the questionna
Page 67 and 68:
Figure 3.1: Test area in Hannover F
Page 69 and 70:
3.5 Training Aids Each training met
Page 71 and 72:
3.6.1 Distribution of the Dogs into
Page 73 and 74:
3) The handler took the food piece
Page 75 and 76:
3.7.2.2 Main testing process Prior
Page 77 and 78:
Alternative test session: In most c
Page 79 and 80:
Table 3.1: Descriptions of bodily e
Page 81 and 82:
Table 3.2: Scoring system of obedie
Page 83 and 84:
Tail moving sidewards Wagging of th
Page 85 and 86:
4. Results The first part of this c
Page 87 and 88:
4.1.2 Comparison of the groups Grou
Page 89 and 90:
4.1.3 Comparison of the subgroups C
Page 91 and 92:
Dogs Descriptions 1 The dog exhibit
Page 93 and 94:
10 The head and ear positions of th
Page 95 and 96:
26 The dog exhibited ‘’neutral
Page 97 and 98:
39 The head and ear positions of th
Page 99 and 100:
4.3 Direct Reactions of the Dogs to
Page 101 and 102:
4.3.2.2 Pinch collar: Considering t
Page 103 and 104:
At the third test session, all of 1
Page 105 and 106:
Table 4.8: Comparison of the subgro
Page 107 and 108:
4.3.4.4 Comparison of the first tai
Page 109 and 110:
4.3.5.2 Pinch Collar: Concerning th
Page 111 and 112:
4.3.6 Vocalizations: In some cases,
Page 113 and 114:
4.3.6.6 Comparison of the subgroups
Page 115 and 116:
4.4 General Information: As mention
Page 117 and 118:
5. Discussion This study aimed to a
Page 119 and 120:
As previously mentioned, 22 dogs wh
Page 121 and 122:
Reason of choosing ‘’pinch coll
Page 123 and 124:
5.1.5 Test area The main test was c
Page 125 and 126:
During the main test, following ins
Page 127 and 128:
The ‘’trainer’’ and the ‘
Page 129 and 130:
Since the quitting signal training
Page 131 and 132:
To sum up, it can easily be said th
Page 133 and 134:
The reasonable interpretation of th
Page 135 and 136:
Overall, the results of this study
Page 137 and 138:
A high learning effect of electroni
Page 139 and 140:
Auch hinsichtlich des Lerneffektes
Page 141 and 142:
8. References ABRANTES, R. (1997):
Page 143 and 144:
BEERDA, B., SCHILDER, M.B.H., van H
Page 145 and 146:
BREAZILE, J.E. (1987): Physiologic
Page 147 and 148:
COOLS A.R., BRACHTEN R, HEEREN D, W
Page 149 and 150:
DICKINSON, A. and M.F. DEARING (197
Page 151 and 152:
FOX, M. W. (1971a): The comperative
Page 153 and 154:
HANSEN, S. W. and B. M. DAMGAARD (1
Page 155 and 156:
IMMELMANN, K. (1982): Wörterbuch d
Page 157 and 158:
LAZARUS, R. S., (1993): From physio
Page 159 and 160:
MATTERI, R.L, CARROLL, J. A., and C
Page 161 and 162:
REISNER, I. R. (2003): Differential
Page 163 and 164:
SCHÖNING, B. (2001): Hundeverhalte
Page 165 and 166:
SUEN, H. K. and D. ARY (1984): Vari
Page 167 and 168:
WARNOCK, F.F., and ALLEN, M. (2003)
Page 169 and 170:
ZIMEN, E. (1971): Wölfe und König
Page 171 and 172:
Table 3: Frequency table for learni
Page 173 and 174:
Table 8: Kruskal-wallis test for le
Page 175 and 176:
Table 10: Frequency table for first
Page 177 and 178:
Valid Vocal E1 Frequency Percent -
Page 179 and 180:
Table 18: Frequency Table for first
Page 181 and 182:
im Zwinger im Haus sowohl als auch
Page 183 and 184:
Problemverhalten: A: Übersprungsha
Page 185 and 186:
Table 20: Frequency table-age Valid
Page 187 and 188:
Table 23: Frequency table-housing V
Page 189 and 190:
Table 27: Frequency table-gender Va
Page 191 and 192:
Valid Confident_environment Frequen
Page 193 and 194:
Acknowledgements This thesis could
show all

Comparison of Stress and Learning Effects of Three Different ...

Create successful ePaper yourself

Delete template?

Save as template?